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Introduction and aim: Today, increasing use of social media and the fear of missing out on developments in social media, students' academic achievements and self-efficacy are also changing. In this study, it is aimed to examine the relationship between the use of social media and academic achievement and academic self-efficacy in nursing students. Materials and Methods: This cross - sectional study was conducted on the first, second, third and fourth grade n = 493 students studying in the Nursing Department of Trakya University Faculty of Health Sciences between January and June 2020. The research data were collected by the “Questionnaire Form” which was prepared by the researchers by examining the literature, “Fear of Missing Developments in Social Environments Scale (FoMo)” and “Academic Self-Efficacy Scale (ASES)”. Descriptive statistics, chi-square, Pearson's correlation were used in the evaluation of the data. Results: The mean age of the students was 20.63 ± 4.81, 80.7% were female, and 43.3% were AGNO between 3.01-3.50. It was determined that 97.2% of the students had a mobile phone, 42.2% used their mobile phone for social media, and 93.1% used social media. It has been determined that between the ASES score averages and gender; there is a relationship between the mean FoMo score averages and gender, social media usage status, the number of social media accounts subscribed to, the interval of time spent on social media during the day, the frequency of checking social media, and the status of checking social media accounts during the lesson. While there was a significant negative correlation between AGNO and ASES mean score, no significant correlation was found between the mean FoMo score. Conclusions: As a result of our study, it was found that while the academic achievement of the students increased, their academic self-efficacy decreased, although there was no change in the fear of missing the developments in the social environment.

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